Teaching the Viewing and Representing Texas Essential Knowledge and Skills in the English Language Arts Curriculum (Revised)
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1 University of Texas Center for Reading & Language Arts Teaching the Viewing and Representing Texas Essential Knowledge and Skills in the English Language Arts Curriculum (Revised)
2 Objectives GOAL: Learn to enhance classroom instruction by integrating the Viewing and Representing (V/R) TEKS with other Language Arts TEKS Participants will: Increase awareness of the V/R TEKS Examine mini-lessons and lessons that teach the V/R TEKS Discuss how to integrate the V/R TEKS into language arts instruction Become familiar with a variety of resources to enhance the implementation of the V/R TEKS 2
3 TEKS Activity Highlight the Viewing and Representing TEKS across grade levels 3
4 Media Literacy What Is Media Literacy? Informed, critical understanding of media including news, entertainment, and advertising Ability to analyze and deconstruct media messages Why Teach Media Literacy? Media dominate our lives Media provide models for values and behavior Media literacy increases our understanding, appreciation, and enjoyment of media 4
5 Success in the General Education Classroom Adaptations What are the expectations? What are the setting demands? What do I know about the student? What are my choices for adaptations? How is it working? 5
6 Student Success Instructional Design Adaptations Instructional/ Curricular Adaptations Behavioral Support Adaptations Positive Learning Community and Access to the General Education Curriculum 6
7 Instructional Design Adaptations: Know Your Students Plan for adaptations Access resources Collaborate Integrate technology Assess learning Monitor student progress 7
8 Instructional and Curricular Adaptations Instructional: Consider students literacy levels and needs Activate background knowledge Use clear, simple directions Provide opportunities to respond Adjust pacing and provide feedback Curricular: Make learning visible and explicit Highlight key information and concepts Break tasks or activities into steps Use games to provide practice Provide multiple ways for students to demonstrate learning 8
9 Behavioral Support Adaptations Strategies that increase appropriate student behaviors: Provide structure and be consistent Use proactive teaching Teach alternative behaviors 9
10 Components of the Viewing and Representing TEKS The student: Understands and Interprets Analyzes and Critiques Produces 10
11 Understands and Interprets Understands and Interprets: The student understands and interprets visual images, messages, and meanings (visual representation) compile distinguish clarify INTERPRETATION formulate translate describe 11
12 Analyzes and Critiques Analyzes and Critiques: The student analyzes and critiques the significance of visual images, messages, and meanings (visual representations) contrast persuade compare ANALYSIS recommend diagnose evaluate 12
13 Produces Produces: The student produces visual representations that communicate with others illustrate construct create PRODUCTION photograph perform publish 13
14 Media Literacy (cont.) Art/Visual Media Print Media Electronic Media Computer Technology Media 14
15 V/R Mini-Lessons and Lessons 15
16 What Is a Mini-Lesson? 1. The teacher presents a new or prerequisite skill during a short segment of class (approximately minutes). 2. Students practice this skill with classmates. 3. Group work allows students to discuss what they are learning. 4. Students apply this skill to produce individual or group work. 16
17 Student Success Instructional Design Adaptations Instructional/ Curricular Adaptations Behavioral Support Adaptations Positive Learning Community and Access to the General Education Curriculum 17
18 Instructional Design Adaptations: Know Your Students Plan for adaptations Access resources Collaborate Integrate technology Assess learning Monitor student progress 18
19 Instructional Design Adaptations: Know Your Students (cont.) Plan for Adaptations Use special materials Obtain special equipment Consult among special and general educators and specialists Establish expectations Identify setting demands Consider needs of learners List adaptations and resources Develop and gather resources Access Resources Collaborate Focus on IEP and general education curriculum Agree on students goals Share responsibilities Problem solve and provide support for each other 19
20 Instructional Design Adaptations: Know Your Students (cont.) Computer-assisted instruction Writing tools Communication devices Internet Integrate Technology Assess Learning Assess learning needs and levels Set goals Provide ongoing monitoring Give frequent and immediate feedback Monitor Student Progress 20
21 Instructional and Curricular Adaptations Instructional: Consider students literacy levels and needs Activate background knowledge Use clear, simple directions Provide opportunities to respond Adjust pacing and provide feedback Curricular: Make learning visible and explicit Highlight key information and concepts Break tasks or activities into steps Use games to provide practice Provide multiple ways for students to demonstrate learning 21
22 Instructional and Curricular Adaptations (cont.) Make Learning Visible and Explicit Use modeling and think-alouds Provide a written list of steps Have students self-monitor as they complete each step Support auditory information with visual and tactile cues 22
23 Instructional and Curricular Adaptations (cont.) Examples: Advertisement News release Web or map Comic strip Collage Diorama Provide Multiple Ways for Students to Demonstrate Learning 23
24 Behavioral Support Adaptations Strategies that increase appropriate student behaviors: Provide structure and be consistent Use proactive teaching Teach alternative behaviors 24
25 Behavioral Support Adaptations (cont.) Arrange classroom environment Establish clear rules, routines, and expectations Inform students of consequences for positive and negative behaviors Provide cues for transitions or changes Provide Structure and Be Be Consistent Use Proactive Teaching Gain students attention: visual, verbal, and tactile cues Prevent problem behavior rather than react: Catch them when they re learning Catch them being good Identify reasons for problem behavior Modify factors eliciting problem behavior 25
26 Behavioral Support Adaptations (cont.) Teach Alternative Behavior Teach and demonstrate to students: Appropriate social and communication skills Self-monitoring strategies 26
27 Success in the General Education Classroom Adaptations What are the expectations? What are the setting demands? What do I know about the student? What are my choices for adaptations? How is it working? 27
28 Art/Visual Media Elements of Design: Balance Color Lines Shape Texture These elements combine to convey a message to the viewer. 28
29 Mini-Lesson in Art/Visual Media Elements of Design: Considering Color Objective: Students will interpret the meanings conveyed by colors Procedure: 1. Review the Information about Color handout. 2. Describe scenes and ask students which colors would be used in those scenes. Have students explain why they chose specific colors. 3. Talk about the use of color in different settings. 4. Talk about the use of color to sell products. 29
30 Art/Visual Media: Integrating Adaptations for Students with Behavior Disorders Elements of Design: Considering Color Case Study: Alex Bright, creative high school junior Diagnosed with behavior disorders Aggressive Loner; dislikes group work Works better in group with girls IEP goal: positive social interactions 30
31 Art/Visual Media: Integrating Adaptations for Students with Behavior Disorders (cont.) Case Study: Alex Possible Solutions/Adaptations Consult with special education teacher. Develop behavior contract for group work. Group with more girls than boys. Assign roles to group members. Determine group grade on behavior and products. 31
32 Mini-Lesson in Print Media Anatomy of a Newspaper Objective: Students will describe the sections of a newspaper. Procedure: 1. Ask students to name sections of the newspaper. 2. Provide a newspaper to each group of students. Have them list the sections. 3. Review the sections. 4. Have students examine an assigned section of the newspaper and answer the questions on the handout. 32
33 Mini-Lesson in Print Media: Integrating Adaptations for a Student with Visual Impairments Anatomy of a Newspaper Case Study: Amy Sixth grader Moderate visual impairments Functional vision: difficulty reading normal print and seeing distances Slow reader but comprehends well Uses optical aids and modified materials 33
34 Mini-Lesson in Print Media: Integrating Adaptations for a Student with Visual Impairments (cont.) Case Study: Amy Possible Solutions/Adaptations Consult IEP and specialist. Enlarge newspaper. Use optical aids. Provide handouts in large print. Provide extra time. Allow Amy to orally describe newspaper section. 34
35 Computer Technology Media Information Technology Searching databases Conducting research Developing a multimedia presentation Graphics, video, sound, text Instructional Technology 35
36 Mini-Lesson in Computer Technology Media Searching Database and Conducting Research Objective: Students will locate and evaluate information on current topics using databases (CD-ROM or Internet). Procedure: 1. Show examples of Internet and CD-ROM searches. 2. Model the process of conducting a search. 3. Show students examples of data from different Internet sources. 4. Discuss search results, links, and reliability of Internet sources. 36
37 Mini-Lesson in Computer Technology Media (cont.) Instructional Technology: Text and Graphics Objective: Students will describe the key ideas about text and graphics for designing a computer-based presentation. Procedure: 1. Show students a model slide containing text and graphics on a topic familiar to students. 2. Discuss design features of a slide. 3. Show examples of slides with too much information. 4. Discuss why there is too much on the slides. 37
38 Electronic Media Film and Video Commercials News Shows Music Camera Angles Camera Shots Lighting Sound Special Effects Television Lyrics Instrumentation 38
39 Mini-Lesson in Electronic Media Camera Shots Objective: Students will describe the features of camera shots. Procedure: 1. Tell students that directors use shots or sections of uninterrupted film to establish control over space and time. 2. Use the information on camera shots from Viewing and Representing Vocabulary. 3. Show brief clips from film or video. 39
40 Mini-Lesson in Electronic Media (cont.) Camera Angles Objective: Students will describe camera angle features. Procedure: 1. Tell students that directors use the position of the camera (angles) to create visual meanings and messages. 2. Use the information on camera angles from Viewing and Representing Vocabulary. 3. Show brief clips from film or video. 40
41 Electronic Media: Integrating Adaptations for Students with Special Needs Camera Angles Case Study: Inclusion Class High school inclusion class on Photography and Film Reading/writing levels range from third to twelfth grade Includes students with learning/reading disabilities and student with hearing loss Co-taught by content and special education teachers Consultation available from deaf education teacher 41
42 Electronic Media: Integrating Adaptations for Students with Special Needs (cont.) Case Study: Inclusion Class Possible Solutions/Adaptations Activate prior knowledge. Demonstrate camera angles. Use viewing guide. Provide models of completed assignment. Allow students to demonstrate mastery in various ways. 42
43 Lesson in Art/Visual Media Photo Gallery Viewing and Representing TEKS: 5.24.A, 8.23.A, 19.A, 20.D Objective: Students will examine, interpret, and analyze a collection of photographs. Procedure: 1. Discuss the photographer s role with students. 2. Review how photographers use techniques to create mood, capture ideas, and develop messages. 3. As a class, discuss the questions on A Critic s Guide and critique the photos together. 43
44 Lesson on Billboard Design Billboards Viewing and Representing TEKS: 5.23.A, 5.24.A, 8.22.A, 8.23.A, 8.23.D, 19.A Objective: Students will examine, analyze, and critique the effectiveness of a billboard in conveying a message. Procedure: 1. Discuss examples of billboards with students. 2. Distribute guides. 3. Use the guides to discuss the characteristics of an effective billboard. 4. Divide students into groups to analyze a given billboard. 5. Each group writes an analysis using the question guide. 44
45 Lesson in Print Media Media Coverage Viewing and Representing TEKS: 5.23.C, 5.24.B, 8.22.C, 20.A Objective: Students will compare and contrast media coverage of an event. Procedure: 1. Discuss a topic with various possible viewpoints with students. 2. Introduce how different media present information. 3. Divide the class into groups and assign each group an event/topic covered by various media. 4. Have students analyze the media s coverage of the event/topic. 45
46 Lesson in Print Media (cont.) Magazine Analysis Viewing and Representing TEKS: 5.24.B, 8.23.A, 20.A. 20.B, 20.C Objective: Students analyze and critique a publication aimed at a specific age group. Procedure: 1. Choose a publication aimed at a specific age group. 2. Divide class into groups and assign each group one of the following areas to examine: Advertising Articles Letters to the Editor 3. Discuss results as a class. 46
47 Influence of Visual Images Lesson Part 1 TV Commercial Analysis Viewing and Representing TEKS: 5.23.A, 5.24.A, 8.22.A, 8.23.A, 19.A. 19.C, 19.D Objective: Students will interpret and analyze a TV commercial. Procedure: 1. Show video clips of TV commercials to the entire class. 2. Divide the class into small groups. 3. Ask students to discuss their observations about the commercials visual techniques. 47
48 Influence of Visual Images Lesson Part 2 TV News Analysis Viewing and Representing TEKS: 5.23.A, 5.24.A, 8.22.A, 8.23.A, 19.A. 19.C, 19.D Objective: Students will interpret and analyze a TV news broadcast. Procedure: 1. Obtain a video clip of a few minutes of news. 2. Show it to the entire class, then break into small groups for observations and discussions. 48
49 Lesson on Characterization in Film Characterization in Film Viewing and Representing TEKS: 20.D Objective: Students will analyze character traits based on the use of film techniques and the action and dialogue in film. Procedure: 1. Review a specific character trait with the class. 2. Play a film clip showing a clear example of the character trait. 3. Discuss how the actor/director conveyed this trait in the film. 4. Divide students into pairs. Show various film clips and ask students to identify character traits and provide support from the clips. 49
50 Lesson on Genre in Film Genre in Film Viewing and Representing TEKS: 20.E Objective: Students will analyze the genre of a film, and compare/contrast it to the same/similar genre in written form. Procedure: 1. Review genres of literature. 2. Play carefully selected film clips showing different genres of film. 3. Using a Venn diagram, students create a comparison of genres of both literature and film. 50
51 Lesson on Mood in Film Mood in Film Viewing and Representing TEKS: 4.24.A, 5.24.A, 4.25.A, 5.25.A Objective: Students will identify the mood in a film and analyze how it was created. Objective: Students will produce a poster, story illustration, or video demonstrating a particular mood, using techniques learned in this lesson. Procedure: 1. Review how authors create and establish mood in written texts. 2. Play film clips which help students focus on and answer these questions: What is the mood? How was it created? 3. In small groups, students discuss questions and the film clips. 4. Students can plan their projects using the techniques for conveying a mood that they have observed in this lesson. 51
52 Lesson in Computer Technology Media Production of a Computer Presentation Viewing and Representing TEKS: 5.25.A, 8.24.B, 21.B Objective: Students will use computer technology to communicate a specific message. Procedure: 1. Have student pairs develop an outline for a presentation on a selected topic. 2. Have student pairs expand their outlines by adding text. 3. Have student pairs identify graphics, video, and/or sound. 4. Have student pairs develop templates. 5. Have students import presentation into templates. 6. Discuss transitions between slides. 7. Have students make their presentations to the class. 52
53 Lesson in Computer Technology Media: Adaptations for Students with Learning Disabilities Production of a Computer Presentation Case Study: Students with Learning Disabilities Tenth-grade language arts class Tewenty-five students Familiar with multimedia presentations Broad range of academic abilities Four students with learning disabilities Third- to fourth-grade reading/writing levels 53
54 Lesson in Computer Technology Media: Adaptations for Students with Learning Disabilities (cont.) Case Study: Students with Learning Disabilities Possible Adaptations Develop a semantic map rather than outline. Demonstrate the process and think aloud. Show end product. Pair students to support reading/writing. Monitor and provide guidance and support. 54
55 Lessons Integrating TEKS from the Viewing/Representing Strand 55
56 Implementation Plan 1. Think about a lesson you will be teaching. 2. Select ideas from this workshop that you will integrate into your lesson for one or more of the following V/R TEKS: understanding and interpreting analyzing producing 3. Share your ideas with your group. 56
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